When I first dreamed about leaving my textbook behind in any serious manner, the thought was spurred by a post authored by Audrey Watters in her blog Hack Education, ‘Hacking the Textbook (Open).’ In her post, Watters describes an event in which teachers are trained to create, cultivate, and collectively share their own curriculum content. I had already spent years modifying my textbook to make it work with the way I teach, and while I still believe that it is the best textbook for a Comprehensible Input-based class, I found myself struggling more and more against the book the further students progressed just to maintain a semblance of comprehensibility. Whether or not the text was compelling—another pillar of Comprehensible Input—was not even a concern at that point.

中文翻译：

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CI 拉丁语课的取消教科书：为什么以及如何开始

当我第一次梦想以任何严肃的方式离开我的教科书时，这个想法是由奥黛丽沃特斯在她的博客中撰写的一篇文章引发的黑客教育，“破解教科书（打开）。” 在她的帖子中，沃特斯描述了一个事件，在该事件中，教师接受培训以创建、培养和集体分享他们自己的课程内容。我已经花了数年时间修改我的教科书以使其适合我的教学方式，虽然我仍然相信它是基于可理解输入的课程的最佳教科书，但我发现自己越来越多地与这本书抗争进步只是为了保持表面上的可理解性。文本是否引人入胜——可理解输入的另一个支柱——在那个时候甚至都不是问题。